Find out how teachers are Turning Documents into Conversations®
join +Dan Doernberg
along with NowComment teachers +Mary Moore
, +Heidi Weber
(see below), +Andrew Plonka
, and +Timothy Navaro
. We'll also be planning how to use NowComment with teachers whose students are using http://youthvoices.net
and others, including +Ada Okun
Join this amazing line up at http://edtechtalk.com/ttt
at 9PM ET/6PM PT
Here are a few more details:+Dan Doernberg
will be with us and he will introduce us to 4th grade teacher +Heidi Weber
Heidi received one of the 100 PBS national "Digital Innovator" awards for this year. She uses lots of technology tools in her classes and her kids voted NowComment their favorite computer tool last year (and wrote/produced/acted out an "Infomercial" for NowComment at the end of last year: https://www.youtube.com/watch?v=ldQTGMEz5eo&feature=youtu.be&t=2m44s
[NowComment] allows us to have private discussions about texts and has become the perfect tool for promoting discourse! Even better… the format is in line with the new PARCC assessments students will have to take. My students love anything I put onto a screen for them and beg me to access work digitally from home. This tool really helped me turn my less motivated students who would only do the minimum to stretch above and beyond with their participation and thinking. [full review: https://hwlearninglinks.wordpress.com/2014/11/11/beyond-classroom-walls/
Heidi Weber, Loveland Primary School (OH)
2013 national winner of the NCTE's Graves Award for Excellence in the Teaching of English
Heidi is: "A teacher who adds to a student's self-confidence enables that student to grow exponentially."
This episode of Teachers Teaching Teacher is the middle of three episodes we are doing to launch more work with social reading between our students -- especially on http://youthvoices.net
Here's what we are up to:
A group of us have set recently to take a closer look at three text-commenting tools, Hypothes.is https://hypothes.is
, NowComment https://nowcomment.com
, and Lit Genius http://lit.genius.com
, and we invite you to join us. We are proposing that we ask about the affordances of each of these tools and work with each of them with other teachers, with our students, and with different types of texts.
We are learning as much as we can about each of these tools by talking on Teachers Teaching Teachers http://edtechtalk.com/ttt
over the next three Wednesdays at 9PM ET/6PM PT with:
--Jeremy Dean joined us https://twitter.com/dr_jdean
, Director of Education at Hypothes.is on September 16
--+Dan Doernberg will be with us this week https://twitter.com/nowcomment
, head/founder of Fairness.com, publisher of NowComment on September 23
--Educators at Genius on September 30
In addition, we would like to look closely at a few already existing examples from each tool. Here’s what we propose to use as part of our reflections on these tools:
“Letter to My Son,” Ta-Nehisi Coates https://via.hypothes.is/http://www.theatlantic.com/politics/archive/2015/07/tanehisi-coates-between-the-world-and-me/397619/
“Curriculum Integration and The Disciplines of Knowledge” James A. Beane: https://nowcomment.com/documents/35744/twopane
“The Difficulty of Crafting a Shakespearean Sonnet -- A Self Critique,” A. B. Schmidthttp://genius.com/A-b-schmidt-the-difficulty-of-crafting-a-shakespearean-sonnet-a-self-critique-annotated
(Also see the mission: http://youthvoices.net/sonnet
OR: “Thank You, Ma'am,” Langston Hughes http://genius.com/Langston-hughes-thank-you-maam-annotated
Another proposal for the next couple of weeks is to try each of these tools with the same text to experience them as readers. For that purpose, I’ve set up all three tools with the first chapter of Alfred North Whitehead's The Aims of Education, which you can find at http://youthvoices.net/aimsofeducation1
The purpose of all of these proposals is to learn which of these three tools affords:
--the most authentic conversations between students (NowComment)
--most ease of use on the open web while conducting a research project (Hypothes.is)
--the strongest community of expert annotators from whom students can apprentice in the art of commenting on texts (Lit Genius)
As my parentheses would suggest, I already have a hypothesis or two about each tool’s particular genius, but I’d really like to see if my hunches hold or not. And there are many other affordances than the three that I’ve listed here as examples.
Youth Voices teachers have several other plans for using Hypothes.is, NowComment, and Lit Genius this fall and you may be able to point us to others. Here are a few examples:
--Each week on Youth Voices http://youthvoices.net/donow
, we invite students use Hypothes.is to annotate the articles on KQED’s DoNow https://via.hypothes.is/http://blogs.kqed.org/education/category/do-now/
Here’s the stream from last spring: https://hypothes.is/stream?q=kqed
--Each month on Youth Voices http://youthvoices.net/askbigquestions
, we invite students to use NowComment to read a short text to prepare for a Hangout On Air with students from different schools. Here’s one that begins to suggest what might be possible: https://nowcomment.com/documents/32366/twopane
--Youth Voices teachers will continue to use Lit Genius, especially with short stories and poems. Here in one example with annotations on the short story, “Eleven” http://genius.com/Sandra-cisneros-eleven-annotated/
--Youth Voices missions are sprinkled with texts embedded from NowComment, Hypothes.is (PDFs), and Lit Genius. We will have many opportunities during and after this month of closer observation to assess the affordances of these tools.
I am planning to summarize our learning, our observations, and our new questions from this month in a video that will go live on Thursday, October 22 as part of the K12 Online Conference http://k12onlineconference.org/
“Social Annotations: Online Collaborative Reading.”
We are rich with tools that allow us and our students to participate in deep thinking with both peers and experts across time and space, and this new work has deep roots. Annotations and dialectical notes have been important tools for supporting students reading for decades, at least since Ann E. Berthoff's work describing dialectical notebooks in Forming/Thinking/Writing: The Composing Imagination. (Rochelle Park: Hayden Book, 1978.) To remind ourselves of the power her theory, and to read about Berthoff’s sources, we might annotate together her 1981 article in the Journal of Basic Writing “Recognition, Representation, and Revision,” via hypothes.is https://via.hypothes.is/static/__shared/viewer/web/viewer.html?file=http%3A%2F%2Fwac.colostate.edu%2Fjbw%2Fv3n3%2Fberthoff.pdf
At the beginning of my second year of teaching in September 1984, I read Ann E. Berthoff’s five-paragraph “Facets” in the English Journal, Vol. 73, No. 5. http://www.jstor.org/stable/816955?seq=1#page_scan_tab_contents
The “dialectical or double-entry notebook” that Berthoff describes became an important tool in my classroom that year, and it has has remained so since. In her short essay, Berthoff describes a writing process in which “students and teachers alike… are discovering that journals need not be limited to personal or ‘expressive’ writing but that they can be used to record that inner dialogue which is thought.”
Berthoff describes dialectical note taking like this:On one side of an open notebook, writers take notes, copy texts, record observations; on the facing page, they respond to those responses, taking notes on their notes and commenting on their comments, observing their observations and thinking about their thinking.
When I have my students develop their abilities to annotate a text and to keep dialectical notes, I am helping them to “develop the habits of reflection which constitute critical inquiry and creative thinking.”
Berthoff could have been describing my classroom over the past three decades when she describes the impact of double-entry notebooks: “Teachers become reflective writers and thereby more imaginative, freed at last from the compulsion to find an assignment to follow the one on how to tie-dye tee-shirts or on what to do about skunks under the porch.” I’m not sure about those examples, but many of us who have put annotation and dialectical note-taking at the center of our reading and writing pedagogy have felt the freedom that Berthoff speaks of here. These tools allow us to put the student firmly in the center of his or her own inquiry over time.
Double-entry notebooks “can teach everybody the value and usefulness of looking–and looking again.”
More recently we've seen the power of marginalia transformed on the screen and my colleagues and I have begun to use tools that allow us and our students to engage both the author of a an online text, image, video, or audio and other readers/viewers/listeners of those texts at the same time and in the same space.
If you can see what an important part of our work with young people it has been for more than three decades to invite them to respond to the voices in their heads as well as the author's voice and to generate a dialogue between these, imagine how exciting it is now to be inviting students into the new intersections of discourse that are available to a reader who is able to join (or choose not to join) prior readers' comments and replies as well as to learn how to respond in ways that, in turn, invite possible future readers to engage with them. Not only that. Readers can participate in these multidimensional dialogues multi-modally. The tools that are turning annotations into conversations also make it just as easy for the reader to respond with image, video, audio, and hyperlinks as it is to write comments.
Grounded in this pedagogical history and thrilled by these new tools, we invite you to join us in the next several weeks to clarify on our questions about using Hypothes.is, NowComment and Lit Genius in our classrooms.
We hope you can join us on Teachers Teaching Teachers each of the remaining Wednesdays this month at 9PM Eastern/6PM Pacific, and that you will join us in annotating and analyzing some of the articles and stories that we have linked above.
Please join the conversation about NowComment on Wednesday, September 23 at 9PM ET/6PM PT See you at: http://edtechtalk.com/ttt